Massachusetts Tests for Educator Licensure (MTEL

Transcription

Massachusetts
®
®
Tests for Educator Licensure (MTEL )
Copyright © 2010 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Evaluation Systems, Pearson, P.O. Box 226, Amherst, MA 01004
Massachusetts Tests for Educator Licensure and MTEL are trademarks, in the U.S. and/or other countries, of the
Massachusetts Department of Elementary and Secondary Education and Pearson Education, Inc. or its affiliate(s).
Pearson and its logo are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s).
12/10
Foundations of Reading (90) Practice Test
Readers should be advised that this practice test, including many of the excerpts
used herein, is protected by federal copyright law.
Test policies and materials, including but not limited to tests, item types, and item formats, are subject to
change at the discretion of the Massachusetts Department of Elementary and Secondary Education.
MULTIPLE-CHOICE QUESTION
ANALYSES
1.
Which of the following students is
demonstrating the specific type of
phonological awareness known as phonemic
awareness?
A.
a student who, after being shown
a letter of the alphabet, can orally
identify its corresponding sound(s)
B.
a student who listens to the words
sing, ring, fling, and hang and can
identify that hang is different
C.
a student who, after hearing the word
hat, can orally identify that
it ends with the sound /t/
D.
a student who listens to the word
Massachusetts and can determine that
it contains four syllables
Correct Response: C. Phonemic awareness is the recognition that spoken words are made up of phonemes—the
discrete speech sounds of a language. Identifying the final sound (or phoneme) in a word (C) demonstrates
phonemic awareness. A, B, and D are incorrect because the skills described (identifying the sound corresponding
to a letter, recognizing rhyming words, and counting syllables in a word, respectively) can be performed without
the ability to distinguish separate phonemes in a spoken word.
A-1
2.
A kindergarten teacher could best determine
if a child has begun to develop phonemic
awareness by asking the child to:
A.
count the number of words the child
hears in a sentence as the teacher says
the sentence.
B.
say the word cat, then say the first
sound the child hears in the word.
C.
point to the correct letter on an
alphabet chart as the teacher names
specific letters.
D.
listen to the teacher say boat and coat,
then identify whether the two words
rhyme.
Correct Response: B. Phonemic awareness, a type of phonological awareness, is the recognition that spoken
words are made up of phonemes, the discrete speech sounds of a language. Segmenting the first sound in a
spoken word is one of the first phonemic awareness skills to develop and therefore B is an effective informal
procedure for assessing phonemic awareness in the beginning stages. A, C, and D are incorrect because
performing the tasks described (counting words, recognizing letters and letter names, recognizing rhyming words)
does not require phonemic awareness.
A-2
3.
As students begin to read, the ability to
blend phonemes orally contributes to their
reading development primarily because it
helps students:
A.
recognize and understand sight words
in a text.
B.
use knowledge of letter-sound
correspondence to decode words.
C.
guess the meaning of unfamiliar
words from their context.
D.
divide written words into onsets
and rimes.
Correct Response: B. Phonemic blending is the ability to combine a sequence of speech sounds (phonemes)
together to form a word. Beginning readers use their skill in phonemic blending and their knowledge of lettersound correspondence to sound out and blend the sounds of simple printed words. A, C, and D are incorrect
because they describe literacy skills that are unrelated to phonemic blending.
A-3
4.
The ability to divide words containing major
phonograms into onsets and rimes would
best help a first-grade reader decode which
of the following words?
A.
itch
B.
girl
C.
learn
D.
stick
Correct Response: D. A phonogram is a common spelling pattern used to spell the rime of a group (or "family")
of single-syllable words (e.g., the phonogram -ick which is pronounced /ǐk/ and appears in the words brick, lick,
and stick). Major phonograms appear in a significant number of words that are useful to students in the beginning
stages of learning to read and spell. A, B, and C are incorrect because the words shown (itch, girl, and learn) do
not contain spelling patterns used in a significant number of print words encountered by beginning readers.
A-4
5.
Phonemic awareness contributes most
to the development of phonics skills in
beginning readers by helping them:
A.
recognize different ways in which one
sound can be represented in print.
B.
count the number of syllables in a
written word.
C.
identify in spoken language separate
sounds that can be mapped to letters.
D.
understand the concept of a silent
letter.
Correct Response: C. English is an alphabetic language—that is, a language in which the letters and letter
patterns in written words can be mapped to the phonemes of the spoken words. Phonemic awareness, the
recognition of the phonemes in spoken words, and the ability to segment and blend phonemes are critical to
learning to apply knowledge of these letter patterns and letter-sound correspondences (i.e., phonics knowledge) to
decode and encode printed words. A and D are incorrect because they describe characteristics of phonics that are
not related to phonemic awareness. B is incorrect because counting syllables in a written word does not require
phonemic awareness.
A-5
6.
Which of the following first-grade students
has attained the highest level of phonemic
awareness?
A.
a student who, after hearing the word
hot and the sound /ĭ/, can substitute /ĭ/
for /ŏ/ to make the word hit
B.
a student who can orally segment the
word wonderful into won-der-ful
C.
a student who, after hearing the words
fish and fun, can identify that they
both begin with the same phoneme, /f/
D.
a student who can orally segment the
word train into its onset and rime
Correct Response: A. Phonemic awareness, the ability to distinguish and manipulate the phonemes in spoken
words, is a type of phonological awareness. Reading research indicates that phonological and phonemic
awareness skills develop along a continuum from basic to higher-level skills, and that phoneme substitution is a
more difficult, or higher-level, skill. Substituting the sound /ĭ/ for /ŏ/ in the word hot to make the word hit is an
example of phoneme substitution. B and D are incorrect because phonemic awareness is not required to perform
the phonological awareness skills described. C is incorrect because recognizing alliterative words—words that
begin with the same phoneme—is a phonological awareness skill that precedes development of advanced
phonemic awareness skills, including phoneme substitution.
A-6
7.
Asking students to listen to a word
(e.g., same) and then tell the teacher
all the sounds in the word is an exercise that
would be most appropriate for students who:
A.
have a relatively low level of
phonological awareness.
B.
are beginning to develop systematic
phonics skills.
C.
have a relatively high level of
phonemic awareness.
D.
are beginning to master the alphabetic
principle.
Correct Response: C. The procedure described—presenting students with a spoken word and having them say
all the sounds in the word—is an example of a phoneme-segmentation task. Reading research indicates that
phonological and phonemic awareness skills develop along a continuum from basic to higher-level skills, and
effective instruction targets skills at a student's current level of development. Segmenting phonemes is a
relatively high-level phonemic awareness skill; thus, this exercise would be most appropriate for students who
have already achieved a relatively high level of phonemic awareness (C). For this reason, A is incorrect. B and D
are incorrect because these responses describe skills at later stages of literacy development.
A-7
8.
A kindergarten teacher asks a small group of
students to repeat after her. First, she says
the word grape and then pronounces it as gr
and ape. Next, she says the word take and
then pronounces it as t and ake. This
activity is likely to promote the students'
phonemic awareness primarily by:
A.
helping them recognize distinct
syllables in oral language.
B.
encouraging them to divide words into
onsets and rimes.
C.
teaching them how to distinguish
between consonants and vowels.
D.
promoting their awareness of lettersound correspondence.
Correct Response: B. In the activity described, the teacher provides direct instruction in segmenting singlesyllable words into onset and rime—that is, into the initial consonant sounds of the word (the onset) and the rest
of the word (the rime). Promoting student mastery of onset-rime segmentation prepares students for learning
phonemic awareness skills. A is incorrect because the segmenting activity focuses on single-syllable words and
does not help students distinguish syllable boundaries. C is incorrect because the segmenting activity does not
focus on phonemes, so it does not help students distinguish between different types of phonemes (e.g., vowels and
consonants). D is incorrect because the activity is oral and does not present students with information about how
the sounds in spoken words relate to the letters in printed words.
A-8
9.
A teacher shows a student pictures of
familiar objects. As the teacher points to the
first picture, she asks the student to name the
object in the picture. Next, she asks the
student to count on his fingers the number of
sounds he makes as he says the word again.
This activity is most likely to promote which
of the following?
A.
understanding of the alphabetic
principle
B.
phonemic awareness skills
C.
development of letter-sound
correspondence
D.
word identification skills
Correct Response: B. In the activity described, the student is prompted to say a word and then count the
number of sounds, or phonemes, in the word as he pronounces the word again. By focusing attention on the
individual component sounds of the word, the student is practicing phonemic segmentation, an important
phonemic awareness skill in the continuum of phonological awareness skills. A and C, which concern the
recognition of letter-sound relationships, are incorrect because the activity described does not require the student
to use letter knowledge. D is incorrect because the activity does not require the student to use word identification
skills, which concern decoding printed words.
A-9
10.
Which of the following oral language
activities would best promote the
phonological processing skills of a
student who is an English Language
Learner?
A.
Read aloud in English and ask the
student to guess the meaning of
unfamiliar words.
B.
Identify phonemes that are used
in spoken English but not in the
student's primary language.
C.
Help identify words that sound the
same in English and in the student's
primary language.
D.
Give feedback immediately after the
student makes pronunciation errors in
spoken English.
Correct Response: B. Phonological processing skills rely on the ability of the listener to detect and discriminate
between phonemes of a language. While there are approximately 100 speech sounds, or phonemes, used in
human language, only a portion of these is used in any given language, and the set varies across languages.
English Language Learners frequently have difficulty detecting the phonemes of a new language that do not occur
in their primary language, and thus activities focused on identifying these phonemes would be effective for
promoting the phonological processing skills of this student. A is incorrect because guessing the meaning of a
printed word is not related to phonological processing. C is incorrect because identifying cognates—words that
sound similar in first and second languages—does not address the area of difficulty in phonological processing
that the student is likely to have. D is incorrect because pronunciation errors do not necessarily reflect an
underlying difficulty in phoneme perception, the foundation for phonological processing skills.
A-10
11.
A preschool child picks up an unfamiliar
book, opens it to the end, points to the text,
and begins to "pretend read" the story.
These behaviors suggest that the child most
likely:
A.
has well-developed book-handling
skills.
B.
knows where individual words begin
and end.
C.
has developed an understanding that
print carries meaning.
D.
understands the concept of print
directionality.
Correct Response: C. The child's behavior, "pretend reading" when pointing to the text or printed portion of a
page in a book, indicates an understanding that printed text represents meaningful language. A is incorrect
because the child begins reading from the end of the book, which indicates a lack of basic book-handling skills. B
is incorrect because the child does not point to or decode the separate words of the printed text but only "pretend
reads" the story. D is incorrect because the child does not use gestures to demonstrate knowledge of print
directionality.
A-11
12.
A preschool child draws a stick figure
and makes some unintelligible scribbles
around it. When she shows it to her teacher,
she points to the scribbles and says, "This
says 'I love mommy.'" This behavior
suggests that the child most likely:
A.
is ready to learn the concept of lettersound correspondence.
B.
is beginning to develop awareness that
words are made of distinct phonemes.
C.
has a basic understanding of the
alphabetic principle.
D.
has grasped the idea that the function
of print is distinct from that of
pictures.
Correct Response: D. By pointing to the letter-like scribbles when reporting to the teacher what the page
"says"—the verbal message encoded on the page—the child distinguishes between print and other graphic
material. This suggests that the child understands that the function of print is to encode an utterance that can be
decoded as meaningful speech. B is incorrect because the description does not indicate that the child has
developed knowledge of individual speech sounds in words, that is, phonemic awareness. Thus A and C are
incorrect because phonemic awareness is a fundamental prerequisite for understanding the alphabetic principle
and the concept of letter-sound correspondences.
A-12
13.
At the end of each school day, a preschool
teacher encourages the children to talk about
the day's events. As the children describe
each event, the teacher writes it on large
block paper. Afterward, the teacher reads
the list back to the class. This activity
would contribute to the children's literacy
development primarily by promoting their:
A.
basic understanding of the alphabetic
principle.
B.
awareness that speech can be
represented by writing.
C.
basic understanding of word
boundaries.
D.
awareness of the relationship between
syllables and the spoken word.
Correct Response: B. In the activity described, the teacher demonstrates to preschool children that their spoken
utterances can be recorded verbatim in writing and that this written record can later be decoded in spoken form.
A is incorrect because the teacher's strategy does not demonstrate relationships between the individual sounds in
spoken words and the letters used to represent the words in writing. C is incorrect because the teacher's strategy
does not highlight individual words or provide explicit instruction in segmenting sentences into words. D is
incorrect because the teacher does not highlight individual syllables or provide explicit instruction in the
component syllables of spoken words.
A-13
14.
A kindergarten teacher hangs labels on key
objects in the classroom, puts up posters that
include words and captions, and always has
a big book on display for the children's use.
This kind of classroom environment is most
likely to help promote children's:
A.
recognition that words are composed
of separate sounds.
B.
recognition of high-frequency sight
words.
C.
development of automaticity in word
recognition.
D.
development of an awareness
of print.
Correct Response: D. Print awareness encompasses a developing understanding of print concepts and the
writing system, an understanding of relationships between oral language and print, and familiarity with ways that
literate adults interact with and make use of printed materials and writing. The classroom described includes
several elements that can be effectively used to promote print awareness at the kindergarten level. The presence
of printed labels, posters, and big books provides exposure to print and the teacher can use these materials to
model print functions. Big books can be used effectively as part of explicit instruction in print concepts and
book-handling skills. A is incorrect because phonemic awareness—recognition that words are composed of
phonemes—is not directly promoted by a print-rich environment. B and C are incorrect because simply exposing
children to print does not directly promote word recognition skills.
A-14
15.
A preschool teacher is reading a story
to his class. As he reads, he holds the book
so the children can see the words
and pictures while his finger follows
the line of print. This activity would
contribute to the children's reading
development primarily by:
A.
promoting their development of letter
recognition skills.
B.
helping them recognize phonemes that
occur frequently in print.
C.
developing their awareness of left-toright directionality.
D.
promoting their understanding of
letter-sound correspondence.
Correct Response: C. By following the line of print with his finger while reading, the teacher provides students
with a visual demonstration that print is read from left to right. A, B, and D are incorrect because the teacher does
not explicitly identify or indicate component letters, phonemes, or letter-sound correspondences related to the
text.
A-15
16.
Pointing out the title, beginning, middle, and
end of a book to a group of preschool
children before reading the book aloud
to them contributes to their reading
development primarily by promoting their:
A.
understanding of text directionality.
B.
development of book-handling skills.
C.
understanding of the concept of
schema.
D.
development of literal comprehension
strategies.
Correct Response: B. The instruction the teacher provides before reading aloud, in conjunction with how the
teacher holds and proceeds through the book during reading, helps beginning readers learn how to hold a book
with the front cover facing up and the spine on the left, and then how to move through the pages from front to
back. A is incorrect because the teacher does not show students lines of text or indicate to them how to track print
during reading. C is incorrect because the teacher does not attempt to access students' background knowledge, or
schema, related to the text. D is incorrect because the activity does not focus on teaching students strategies for
comprehending the text.
A-16
17.
Which of the following strategies
would be most effective in promoting
kindergarten children's ability to recognize
and name letters of the alphabet?
A.
The teacher says the name of a letter
while the children each trace its shape
on a cutout letter.
B.
The teacher posts the entire alphabet
around the room in several different
formats.
C.
The teacher reads aloud to the
children from books that contain
mostly words that follow regular
phonics patterns.
D.
The teacher emphasizes the initial
sounds of words when reading to the
children.
Correct Response: A. Letter naming entails an ability both to distinguish between letters and to associate
particular letter shapes with their names. The activity described in A simultaneously activates visual, auditory,
kinesthetic, and tactile sensory pathways in learning letter shapes and associating these shapes with their names.
Research suggests that such multisensory techniques are effective for this purpose. B, C, and D are incorrect
because the activities described do not focus on one or both subskills required in letter naming. The activity
described in B exposes students to letter shapes without promoting students' ability to distinguish the letters from
one another or associate each letter shape with a letter name. The activities described in C and D do not present
students with information about letter shapes or letter names.
A-17
18.
Having kindergarten children practice
tracing the letters of the alphabet in sand
is most appropriate for children who are
having difficulty:
A.
internalizing the alphabetic principle.
B.
recognizing that print carries meaning.
C.
understanding the relationship
between spoken and written language.
D.
developing letter formation skills.
Correct Response: D. The activity described has children use arm movements and highly textured material to
heighten their awareness of letter shapes and the sequence of strokes for forming letters. The activity is effective
for students who are having difficulty with letter formation because it simultaneously activates visual, kinesthetic,
and tactile sensory pathways in learning letter shapes and associating these shapes with their names. Research
suggests that such multisensory techniques are effective for this purpose. A is incorrect because this activity does
not address the relationship between the alphabetic writing system of English and the sounds of spoken language.
B is incorrect because the function of print is not addressed in this activity. C is incorrect because oral language
is not addressed in this activity.
A-18
19.
A preschool teacher shows a group of
children pictures of everyday objects.
Below each picture is printed the letter
of the alphabet that corresponds to the
word's initial sound. As the teacher points
to each picture, she names the object, then
she points to the letter underneath it and says
the sound it makes. The teacher invites the
children to repeat the sound with her. This
activity is likely to contribute to the
children's reading development primarily
by:
A.
illustrating the concept of word
boundaries.
B.
focusing on auditory discrimination
skills.
C.
introducing the concept of onset
and rime.
D.
demonstrating that phonemes are
represented by letters.
Correct Response: D. In the series of steps described (i.e., pronouncing a word, pointing to the letter that
represents the initial sound of the word, and saying the sound the letter makes), the teacher demonstrates that
familiar words have component sounds that can be pronounced in isolation, and that letters of the alphabet
represent the component sounds (phonemes) of spoken words in print. A is incorrect because the teacher points
out neither spoken nor written word boundaries in this lesson. B is incorrect because auditory discrimination
entails comparing and distinguishing between two different sounds, whereas only a single sound is presented at a
time in this lesson. C is incorrect because the teacher points out only the initial sound of each word and does not
point out or discuss the remaining portion (the rime) of the word.
A-19
20.
A teacher holds up a series of familiar
objects, asking students to name each object
and isolate the final sound they hear. This
type of activity would be most appropriate
for a student who:
A.
needs more development with
phonemic awareness skills.
B.
needs to increase reading fluency and
comprehension.
C.
lacks automaticity in word
recognition.
D.
has difficulty sounding out
phonetically regular one-syllable
words.
Correct Response: A. In the activity described, students are asked to isolate and pronounce separately the final
sound, or phoneme, of a familiar word. Learning to isolate the final sound in a word is a step toward mastering
phonemic segmentation, an important phonemic awareness skill that supports literacy development in English. B,
C, and D are incorrect because they are related to decoding print, which is not addressed in this activity.
A-20
21.
A kindergarten teacher wants to promote
students' understanding of the alphabetic
principle. Which of the following would be
the most effective first step in a sequence of
instruction designed to achieve this goal?
A.
Talk with students about selected
consonants using a series of posters
that each feature one consonant and
contain pictures of items whose initial
phoneme demonstrates that
consonant's sound.
B.
Have students trace both lowercase
and uppercase letters of the alphabet
and then practice reproducing the
letters on their own.
C.
Talk with students about the title,
beginning, middle, and end of a story
and point to these parts while reading
the story aloud from a big book.
D.
Put labels on several familiar objects
in the classroom and regularly read
the labels aloud to the students.
Correct Response: A. Understanding the alphabetic principle entails the recognition that letters and letter
patterns used in writing an alphabetic language correspond to the sounds in the spoken words of the language.
The activity described in A would promote understanding of the relationship between letters and the initial sounds
in familiar words. Focusing on the initial phoneme in these words reflects an understanding that segmenting an
initial consonant is a relatively easy phonemic awareness skill that beginning readers have likely mastered and
thus is appropriate to use in early instruction on the alphabetic principle. B is incorrect because the activity does
not relate letters to the sounds in words. C is incorrect because it does not focus on the letters in a text or relate
them to discrete sounds in words. D is incorrect because the individual sounds are not isolated or related to the
letters in the printed word.
A-21
22.
When learning letter-sound correspondence,
beginning readers are likely to require the
most instruction in decoding which of the
following?
A.
ship
B.
dime
C.
hot
D.
best
Correct Response: B. Reading research indicates that beginning readers benefit most from phonics instruction
that is systematic—presented according to the increasing complexity of linguistic units. In the continuum of
beginning phonics instruction, silent e pattern words (CVCe) such as dime are taught after CCVC words (A),
CVC words (C), or CVCC words (D).
A-22
23.
Which of the following best describes the
relationship between word decoding and
reading comprehension in a beginning
reader's development?
A.
Decoding skills and reading
comprehension skills tend to develop
independently of one another.
B.
Reading comprehension skills directly
facilitate the development of decoding
skills.
C.
Development of decoding skills is
secondary to the development of
reading fluency and comprehension
skills.
D.
Rapid automatic decoding skills help
facilitate development of reading
fluency and comprehension.
Correct Response: D. Reading research has shown that accurate decoding skills are a prerequisite to effective
development of word-reading automaticity, which, in turn, is foundational to the development of reading
fluency—that is, reading text accurately, at a rate that supports comprehension, and with speech-like phrasing and
expressiveness. Furthermore, convergent research suggests that a lack of automatic decoding skills is a frequent
cause of comprehension difficulties among students in the primary grades. A is incorrect because research
indicates that poor decoding skills hamper comprehension and the development of reading comprehension skills.
B and C are incorrect because being able to decode a text is foundational to understanding the text's meaning.
A-23
24.
A teacher can most effectively support first
graders' development of rapid automatic
word recognition by first teaching students
how to:
A.
apply consistent phonics generalizations in common words.
B.
use context cues to determine the
meanings of words.
C.
identify the constituent parts of
multisyllable words.
D.
look up unfamiliar words in the
dictionary.
Correct Response: A. Automaticity is the rapid recognition of a word without conscious attention to the
decoding process. Research indicates that accurate decoding skills are a prerequisite to the development of, and
readiness to benefit from instruction in, automatic word recognition. Applying consistent phonics generalizations
to decode common words is a foundational decoding skill appropriate for beginning readers at the first-grade
level. B is incorrect because a reliance on context cues for word identification is a frequent cause of inaccurate
reading, so this strategy would not facilitate automatic word recognition. C is incorrect because dividing
multisyllable words into constituent parts is an advanced skill typically taught after developing readers have
achieved automaticity reading many single-syllable words. D is incorrect because looking up words in a
dictionary is related to decoding only as a corrective strategy and does not present phonics patterns explicitly or
systematically. It is therefore of limited effectiveness in developing accurate decoding skills and automaticity
among beginning readers.
A-24
25.
Which of the following describes an implicit
strategy for extending and reinforcing
students' phonics skills?
A.
encouraging students to look for
particular words and word parts in
environmental print
B.
having students sort sets of familiar
words into their designated word
families
C.
asking students to sound out new
words that follow a common regular
spelling pattern
D.
guiding students to spell new
multisyllable words using known
words and word parts
Correct Response: A. An implicit instructional strategy is one in which the learning goal of the instruction or
activity is not explicitly stated or directly taught. Implicit strategies for teaching phonics do not directly present
students with information about phonics patterns but rely on students to notice—incidentally and independently—
the phonics patterns represented in whole words they are learning to read. Since the focus of the activity in A is
words and word parts—not explicitly identified phonics patterns but larger units—students who extend and
reinforce their phonics knowledge during this activity will do so because they independently discern phonics
patterns among the uncontrolled set of words they encounter in environmental print. B and C are incorrect
because these activities explicitly require students to focus on spelling patterns in a controlled set of familiar
words. Similarly, D is incorrect because students are explicitly shown how to apply knowledge of a spelling
pattern to spell a controlled set of words that contain previously taught patterns.
A-25
26.
Which of the following strategies would be
most effective in promoting second graders'
decoding of multisyllable words?
A.
giving students opportunities to read
literature that offers repeated exposure
to predictable text
B.
prompting students to sound out the
individual phonemes that compose
multisyllable words
C.
encouraging students to compare the
parts of new multisyllable words with
known single-syllable words
D.
reinforcing students' recognition of
high-frequency multisyllable words
using drills and flashcards
Correct Response: C. By the second grade, students have typically learned to read a wide variety of syllable
patterns in single-syllable words. Since most of the syllables in multisyllable words follow the same patterns as
those in single-syllable words, the primary challenge for students just learning to decode multisyllable words is
learning to recognize the words as a series of discrete syllables. This recognition allows students to apply their
prior knowledge of syllable patterns to decoding longer words. The strategy described in C is effective because it
focuses students' attention on recognizing the component syllables in these words. A is incorrect because reading
predictable text is typically used with beginning readers and is not appropriate for teaching decoding of
multisyllable words. B is incorrect because sounding out words letter by letter is a strategy beginning readers can
use to decode very simple words with one-to-one letter-sound correspondences, but it is not an efficient strategy
for decoding the complex multiletter phonics patterns typically encountered by second-grade readers. D is
incorrect because practicing with flashcards—focusing on rapid recognition of words—would not be appropriate
until students have learned to process all of the letters in target words systematically and can decode the words
with a high degree of accuracy.
A-26
27.
A second-grade teacher writes several
sentences on the board, covering up one
word in each sentence. She uncovers the
first letter of the first covered word and asks
students to guess the word before
she uncovers it completely. She then
follows the same procedure with the next
sentence. In the example shown below, the
students have completed sentences 1 and 2
and are currently working on sentence 3.
1.
Paul likes to play football.
2.
Elephants are the largest land
animals.
3.
We went to the m
Friday.
last
This activity is most likely to promote the
students' word identification skills by
helping them:
A.
use syllabication as a decoding
strategy.
B.
apply phonics generalizations to
decode multisyllable words.
C.
use semantic and syntactic cues to
help identify words.
D.
apply common consonant-vowel
patterns to decode unfamiliar words.
Correct Response: C. In the activity described, students are asked to identify a hidden word in a printed text
with only minimal information about its spelling—that is, knowing only the first letter of the word. Since
students know numerous words beginning with a given letter of the alphabet, phonic analysis is insufficient to
identify the single word represented in the text. Using contextual cues—considering the semantic and syntactic
context in which the word fits (i.e., would the word make sense in this sentence?)—in combination with the first
letter, provides students with a basis for narrowing the set of possible words. Thus, this activity is most likely to
promote contextual analysis skills that support accurate decoding. A, B, and D are incorrect because they
describe word identification strategies that require information about the spelling of the whole word.
A-27
28.
A second-grade teacher administers spelling inventories periodically to help assess students' phonics
knowledge. The following shows one student's performance on a spelling inventory at the beginning
of the school year and again several months later.
Dictated Word
Student Spelling
Dictated Word
Student Spelling
set
set
set
set
star
ster
star
star
drive
driv
drive
drive
peach
pech
peach
peche
turn
tarn
turn
turn
join
joyn
join
joyn
The student's performance on the second
administration of the spelling inventory
indicates that the student made the most
improvement in which of the following
areas?
A.
initial and final consonants
B.
short vowels and diphthongs
C.
digraphs and blends
D.
long and r-controlled vowels
Correct Response: D. Patterns of improvement across the assessments suggest the student has learned two
conventional spelling patterns. First, by correctly spelling star and turn in the second assessment, the student
demonstrates progress in spelling words with r-controlled vowels. Second, by learning to use the VCe longvowel pattern to spell the words drive and peach, the student demonstrates knowledge of a conventional spelling
pattern for long vowels. Although the student's spelling of peach in the second assessment is incorrect, it
nevertheless demonstrates progress in learning conventional spelling patterns used in English. A, B, and C are
incorrect because the student shows no change over time in the indicated spelling skills.
A-28
29.
Which of the following provides the
best rationale for incorporating spelling
instruction into a first-grade reading
program?
A.
Spelling promotes phonemic
awareness by teaching students to
break words into onsets and rimes.
B.
Spelling facilitates vocabulary
development by introducing students
to new words.
C.
Spelling simplifies the reading process
by focusing students on a limited set
of decoding rules.
D.
Spelling supports word recognition by
helping students learn and retain
common phonics patterns.
Correct Response: D. Research has shown that the development of spelling and phonics skills is reciprocal;
when instruction in these two skills is aligned, development of each skill area is reinforced and enhanced. Thus,
learning the spelling patterns of words reinforces learning of their phonics patterns and supports word recognition.
A is incorrect because phonemic awareness and the phonological awareness skill of onset-rime segmentation
precedes and contributes to students' spelling development, not the reverse as stated in A. B is incorrect because
most words targeted in spelling instruction are not new to students but already part of their oral vocabulary. C is
incorrect because spelling knowledge continually expands the range of students' decoding skills and does not limit
or simplify the decoding process.
A-29
30.
Which of the following statements best
describes how oral vocabulary knowledge is
related to the process of decoding written
words?
A.
A reader applies decoding skills to
unfamiliar written words in order to
increase his or her oral vocabulary
knowledge.
B.
A reader's oral vocabulary knowledge
allows the reader to derive meaning as
he or she decodes written words.
C.
A reader must have extensive
oral vocabulary knowledge
in order to learn decoding
processes.
D.
A reader's oral vocabulary knowledge
is dependent on his or her
development of strong decoding skills.
Correct Response: B. A reader uses decoding skills to derive the correct pronunciation of a phonically regular
word, but the phonological form alone does not prompt understanding of the word's meaning. To understand the
word's meaning, the reader must already have the word in her or his oral vocabulary. A is incorrect because
decoding an unfamiliar word correctly does not provide the semantic information about the word required to add
the word to a reader's oral vocabulary. C is incorrect because decoding is the process of identifying the spoken
form of a word based on its printed form, which can be done without knowledge of the word's meaning. D is
incorrect because in the early stages of reading development, oral language precedes development of decoding
skills.
A-30
31.
Read the sentence below; then answer the
question that follows.
My family went to the circus last
weekend. I liked the clowns the best.
They were very funny.
A student makes several miscues when
reading these sentences aloud. Which of the
following miscues represents an error in
decoding consonant blends?
A.
omitting circus
B.
pronouncing clowns as clones
C.
saying bet for best
D.
shortening funny to fun
Correct Response: C. A consonant blend is a sequence of two or more consonants in a word, each of which
represents a separate phoneme. For example, the sequence of consonants at the end of the word best represents
the sequence of phonemes /s/ and /t/. A student who says bet for best is omitting the letter s, an error in decoding
the consonant blend at the end of the word. The other responses are incorrect because these miscues are unrelated
to decoding consonant blends. A is a whole-word omission. B represents an error decoding a diphthong. D is an
omission of an entire syllable.
A-31
32.
Which of the following sentences contains a
pair of italicized words that differ from one
another by one phoneme?
A.
He took off his cap so that he could
take a nap.
B.
She works at a bank that is located
near the bank of a river.
C.
She told him not to buy a ticket
because she had already bought one.
D.
His face looked pale after he carried
the pail of water for a mile.
Correct Response: A. A phoneme is a phonological unit of language, a discrete speech sound in a particular
language that native speakers of the language recognize as sufficient to distinguish between two phonologically
similar but separate words. For example, the speech sounds /k/ and /n/ are phonemes in English because native
English speakers who hear the pair of spoken forms /kăp/ and /năp/ regard them as distinct words. B is incorrect
because the two identically spelled words bank (financial institution) and bank (land form abutting a river) are
pronounced the same way; i.e., they contain the identical sequence of phonemes. C is incorrect because the two
words differ by more than one phoneme. D is incorrect because although the pair of words, pale and pail, differ
in their spelling, they are identical in their pronunciation; i.e., they contain the same phonemes.
A-32
33.
Which of the following students demonstrates variation in reading development that
would require intervention focused
on explicit phonics instruction?
A.
a kindergarten student who can recite
the alphabet from memory but has
difficulty distinguishing individual
phonemes in words
B.
a first-grade student who can easily
decode nonsense words but has
limited comprehension of the meaning
of text
C.
a second-grade student who is adept at
using context cues to identify words
but has difficulty sounding out the
letters in unfamiliar words
D.
a third-grade student who can read
most grade-level text fluently but has
difficulty with unfamiliar irregular
low-frequency words
Correct Response: C. A second-grade student who lacks the fundamental skill of sounding out letters has
phonics skills well below grade level and is at significant risk for reading failure. Thus, an appropriate
intervention for this student would be explicit phonics instruction. A is incorrect because this student has not yet
developed phonemic awareness, so an intervention in explicit phonics would be too advanced. B is incorrect
because the student's ability to decode nonsense words demonstrates development of phonics skills. D is incorrect
because a student who has attained fluency reads accurately and with comprehension, which is overwhelming
evidence that the student has accurate decoding skills—including strong phonics skills.
A-33
34.
Explicit phonics instruction is most
appropriate for a student who has
demonstrated which of the following
phonological awareness skills?
A.
being aware that a word is made up of
one or more phonemes
B.
being able to separate a word's onset
and rime
C.
being aware that words can be divided
into syllables
D.
being able to segment and blend a
word's phonemes
Correct Response: D. Research indicates that phonemic awareness skills, particularly phonemic blending (i.e.,
combining a sequence of speech sounds to form a word), are prerequisite skills to effective phonics instruction. A
is incorrect because the skill described indicates phonemic awareness in the early stages, and not the fully
developed skills that are prerequisite for instruction in phonics skills. B and C are incorrect because the
phonological awareness skills described develop before the development of phonemic awareness, which is a
prerequisite to phonics instruction.
A-34
35.
Use the information below to answer the
A teacher poses the following question to
fourth-grade students.
What words can you think of that have the
word "act" in them?
Using student responses, the teacher creates
the following web on the board.
acts
acted
acting
actor
active
action
activity
actual
actually
activate
activation
activism
react
enact
overact
interact
act
inactive
deactivate
transaction
enactment
playact
This technique is likely to be most helpful
for enhancing the students' awareness of:
A.
morphemic structure.
B.
compound words.
C.
syllable patterns.
D.
Greek roots.
Correct Response: A. The web shown shows a circle with the base word act in the center and connected to four
word lists that are categorized according to different morphological processes—clockwise, adding suffixes or
inflectional endings, adding prefixes, adding both, and creating compound words. Thus, the chart illustrates an
analysis of morphemes according to type and how these types of morphemes are combined, promoting an
understanding of the morphemic structure in words. B is incorrect because only a single compound word is
presented in the web, which is insufficient to illustrate and promote understanding of this word type. C is
incorrect because syllable patterns are not the focus of analysis. D is incorrect because the only root word in the
web, the base word act, is derived from the Latin word actus and is not a Greek root.
A-35
36.
Which of the following sets of words would
be most effective to use when introducing
students to the concept of structural
analysis?
A.
late, great, wait, eight
B.
afraid, obtain, explain, remain
C.
swim, swims, swam, swum
D.
pretest, retest, tested, testing
Correct Response: D. In the context of reading, structural analysis is the process of recognizing the morphemic
structure of words. Typically, structural analysis is introduced to students in the early elementary grades as a
strategy for identifying words with inflections or simple affixes that are in students' oral vocabulary. The list in D
features a phonically regular base word and affixes that are appropriate for beginning readers. A is incorrect
because the words in this list contain only one morpheme and thus are not useful for demonstrating structural
analysis. B is incorrect because the list features words that contain prefixes and roots that are inappropriate for
beginning instruction in structural analysis. C is incorrect because this list features a base word (swim) with
irregular past tense forms (swam, swum) which do not lend themselves to structural analysis.
A-36
37.
An English Language Learner pronounces
tigers as tiger when reading the following
sentence aloud.
They saw tigers at the zoo.
Which of the following actions is most
appropriate for the teacher to take first in
response to the student's miscue?
A.
guide the student in reading lists of
nouns with and without plural –s on
the end
B.
verify that the student understands that
tigers means more than one tiger
C.
provide the student with independent
practice in adding plural –s to singular
nouns
D.
provide a picture card to determine
whether the student can identify
a tiger
Correct Response: B. Since there is often a discrepancy between an English Language Learner's receptive and
productive language skills, the student may in fact recognize the omitted element but simply not pronounce it,
may not have the element in his or her oral vocabulary, or may have difficulty decoding the element. To assess
the source of the error and respond appropriately, the teacher must first determine whether the missing element is
in the student's oral vocabulary. A and C are incorrect because the teacher must ensure that the plural –s is in the
student's oral vocabulary before beginning differentiated instruction in decoding words with the morpheme. D is
incorrect because assessing the student's knowledge of the word tiger does not provide information relevant to the
student's miscue.
A-37
38.
The following sentence is missing several
words.
(1) unusual (2) of spices (3)
the soup an (4) flavor.
A word with the suffix -tion would fit best
in which of the blanks in the sentence?
A.
(1)
B.
(2)
C.
(3)
D.
(4)
Correct Response: B. Words ending with the derivational suffix –tion are nouns (e.g., combination, addition).
The syntax of English determines the word orders that are possible (i.e., grammatically correct) in sentences. For
example, articles and adjectives precede the nouns they modify. In the sentence, unusual is an adjective, so blank
1 would most likely represent an article (e.g., the, an), and blank 2 would most likely represent a noun.
Therefore, blank 2 is an appropriate placement for a word ending in –tion. A is incorrect because blank 1 most
likely represents an article. C is incorrect because it is the only likely placement for the verb in this sentence,
given the structure of the sentence frame. D is incorrect because blank 4 follows an article and precedes a noun,
so it is not a likely position for another noun.
A-38
39.
Which of the following principles is best
illustrated by the words watched, wanted,
and warned?
A.
Spelling is often the best predictor of
the pronunciation of a suffix.
B.
Open syllables are usually pronounced
with a long vowel sound.
C.
The spelling of a suffix is often more
reliable than its pronunciation.
D.
The second letter of a consonant blend
is usually pronounced as the onset of
the following syllable.
Correct Response: C. The words listed all contain the regular past-tense inflection –ed. The ending is spelled
the same way in all three cases, but the ending is pronounced differently in each word. In the word watched, the
–ed ending is pronounced [t]. In the word wanted, the –ed ending is pronounced [ĕd]. In the word warned, the
–ed ending is pronounced [d]. A is incorrect because the three words illustrate that a single spelling of the ending
can be pronounced three different ways. B is incorrect because none of the words contain an open syllable and
thus do not illustrate characteristics of open syllables. D is incorrect because the syllabication guideline given is
relevant to only one of the words (the word wanted).
A-39
40.
The words enjoyable, maneuverable,
corruptible, and convertible best illustrate
which of the following principles?
A.
The spelling of a suffix can vary
depending on its root word.
B.
The accented syllable of a root word
can shift when certain suffixes are
added to it.
C.
The addition of a suffix can alter the
spelling of its root word.
D.
The pronunciation of a suffix can
change when added to certain root
words.
Correct Response: A. The four words presented contain the same derivational suffix, which has two variant
spellings, –able and –ible. The correct spelling of the suffix in a particular word depends on the root of the word.
B, C, and D are incorrect because the phonological and orthographic variations described in these responses do
not occur in the words listed.
A-40
41.
A second-grade teacher has students pull
two single-syllable nouns from a hat
(e.g., bulb, light) and asks them to form
words by putting the words together
(e.g., lightbulb). Students then draw
pictures to illustrate their new words and
write short stories using the new words.
This activity is likely to be most effective
for helping students:
A.
use visualization as a reading
comprehension strategy.
B.
apply knowledge of phonics
generalizations.
C.
use context cues to identify unfamiliar
words.
D.
understand the concept of compound
words.
Correct Response: D. A compound word is a word composed of two base words, and the meaning of a
compound word is related to the meaning of these component parts. Combining two words to form a single new
word illustrates the concept of compound words. A is incorrect because the activity described is not directly
related to reading and comprehending a text. B is incorrect because the activity described does not focus on
phonics patterns. C is incorrect because the activity is not relevant to reading or identifying unfamiliar words in
connected text.
A-41
42.
Instruction in structural analysis is likely to
promote upper elementary students' reading
comprehension primarily by:
A.
facilitating their ability to use phonics
generalizations to decode words.
B.
enhancing their familiarity with the
text structures and features used in
different genres.
C.
equipping them with strategies for
understanding the meanings of
unfamiliar multisyllable words.
D.
increasing their knowledge of key
vocabulary found in content-area
textbooks.
Correct Response: C. In the context of reading, structural analysis is the process of recognizing the morphemic
structure of words. Readers who recognize component morphemes (i.e., base words, prefixes, suffixes, and
inflections) in unfamiliar, morphologically complex words can use this knowledge to support decoding or to
derive the likely meaning of the words. A is incorrect because instruction in word analysis skills as a decoding
strategy is typically taught during earlier stages of reading development. B is incorrect because recognizing
component morphemes in words does not provide information relevant to text structures and features. D is
incorrect because teaching the use of structural analysis is not sufficient in itself to help students learn key
content-area vocabulary.
A-42
43.
A third-grade teacher administers the following informal reading assessment to individual students.
Part I: Read aloud the following
words:
Part II: Read aloud the following
passage:
laugh
neighbor
beginning
friend
together
young
Nick and Ben are best friends. They
have been neighbors since they
were very young. In the beginning,
they did not get along, but now they
play together every day after school.
They make jokes and laugh a lot.
One student performs significantly better on the second part of the test than on the first. Which of the
following is the best assessment of this student's reading performance?
A.
The student is proficient at using
context cues to help identify words
but has weak word decoding skills.
B.
The student can decode single-syllable
words but has not yet learned how to
decode multisyllable words.
C.
The student is proficient at using
syntactic cues to identify words
but is not yet skilled at using semantic
cues.
D.
The student understands letter-sound
correspondence but has limited
awareness of syllable structure.
Correct Response: A. All of the words that appear in the word list also appear in the passage. A student who
has difficulty reading these words in isolation, but succeeds in reading the words in the passage, must use
information available only in the text to support word identification. A reader who can recognize most of the
words in a passage can use the context of an unfamiliar word to deduce the syntactic category (e.g., noun, verb,
adjective) and some semantic information about the unfamiliar word. B and D are incorrect because the factors
identified in these responses do not vary in the two parts of the assessment, and thus cannot explain the difference
in the student's performance in these two parts. C is incorrect because the student performs well on the second
part of the assessment, so is likely skilled at using both syntactic and semantic cues.
A-43
44.
A second-grade teacher uses the following
handout to guide the class through an
activity.
Look at the word fair in these two
sentences:
•
It isn't fair that Juan got an extra
scoop of ice cream.
•
Simon and Ling went to the fair
and rode on the merry-go-round.
How are these words the same? How
are they different?
Can you think of sentences that show
two different ways in which each of
the following words can be used?
saw
play
spell
fly
root
kind
run
seal
This activity would best promote students'
ability to:
A.
identify and decode common
homographs.
B.
use structural cues to identify the
meaning of words.
C.
cluster new vocabulary together into
meaningful groups.
D.
find and use synonyms for common
words.
Correct Response: A. Homographs are words that are spelled the same way but have different meanings. For
example, the words saw, meaning the cutting tool, and saw, meaning the past tense of the verb to see, have
different origins and meanings, but they are spelled the same way. The activity in the box promotes students'
awareness of the characteristics of homographs. Drawing students' attention to the fact that two words can be
spelled the same way but have completely different meanings would not contribute to their understanding of
structural analysis (B), semantic analysis (C), or synonyms (D).
A-44
45.
A sixth-grade student encounters the
following sentence in a short story.
She experienced a sense of déjà vu as
she walked down the street of the
strange new city.
The student asks the teacher about the
meaning of déjà vu in the sentence. The
teacher could best respond by advising
the student to take which of the following
steps?
A.
Make note of the word in a vocabulary
log, and then study the word after
finishing the story.
B.
Use context cues in the sentence to
guess the meaning of the word, and
then try out that meaning in the
sentence.
C.
Look up the word in the dictionary,
and then paraphrase the sentence
using the dictionary definition.
D.
Break the word into its component
parts, and then compare the parts to
the meanings of similar known words.
Correct Response: C. Stopping to consult a dictionary is generally disruptive to the reading process; however,
in some situations, as with the sentence shown in the box, consulting a dictionary is the only effective method for
determining the meaning of an unfamiliar term encountered in a text. Also, paraphrasing the sentence by
substituting the dictionary definition for the unfamiliar term is a good method for both reinforcing understanding
of the new term and returning the reader to the flow of the story. The other strategies given would not be
effective in this particular situation. B is incorrect because contextual analysis would not be a useful strategy
here, since the sentence around the term déjà vu provides little or no clues as to the term's meaning. Using
structural analysis (D) would also not be helpful, since the term is made up of two words and they are borrowed
from the French language. Finally, simply noting the term in a vocabulary log and coming back to it after
finishing reading the story (A) would cause the student to miss the significance of the sentence and could
diminish the student's comprehension of the story.
A-45
46.
Before beginning a new content-area
reading passage, a fourth-grade teacher asks
students to think of words related to the
topic of the text. The teacher writes the
words on the board and then asks the
students to suggest ways to group the words
based on meaningful connections. The
teacher also encourages them to explain
their reasons for grouping particular words
together. This series of activities is likely to
promote the students' reading development
primarily by helping them:
A.
extend and reinforce their expressive
and receptive vocabularies related to
the text's topic.
B.
infer the meaning of new vocabulary
in the text based on word derivations.
C.
strengthen and extend their
understanding of the overall structure
of the text.
D.
verify word meanings in the text by
incorporating syntactic and semantic
cues into their word analysis.
Correct Response: A. Grouping words related to a text based on conceptual categories and the words'
associative meanings helps deepen students' understanding of the vocabulary. Discussing and justifying
connections among the words further enhances students' understanding of the words and promotes retention of
new words. B is incorrect because, while exploring the etymology of target vocabulary words can also be an
effective strategy for deepening students' understanding of the words, the series of activities described in the
scenario did not involve exploration of word derivations. Nor did it involve using semantic or syntactic cues from
the text to verify words' meanings (D). C is incorrect because studying the conceptual connections among key
vocabulary in a text is not likely to enhance students' understanding of the text's structure.
A-46
47.
A first-grade teacher designs the following
activity.
1. Divide students into pairs.
2. Have students sit back-to-back.
3. Give one student in each pair a
picture of a familiar object to
describe to his or her partner.
4. The partner tries to name the
object based on the description.
This activity is likely to contribute
to students' literacy development
primarily by:
A.
helping them begin to make
connection between print and the
spoken word.
B.
fostering their ability to work
independently of teacher guidance.
C.
promoting their oral language
development and listening
comprehension.
D.
encouraging them to practice speaking
skills.
Correct Response: C. In the activity described, the students must convey the identifying features of an object
using oral language alone. This prompts the students to use descriptive language and synonyms to try to evoke a
mental image of the object in the minds of their partners. Conversely, the partners must listen attentively and
focus carefully on these oral language clues to visualize and make accurate deductions about the objects. A is
incorrect because the activity is completely oral, so it would not be effective in promoting students' connections
between spoken language and print. Since the activity is structured and monitored by the teacher, it is also not
likely to enhance the students' ability to work independently (B). D is incorrect because a critical component of
the activity is to promote students' listening comprehension.
A-47
48.
A fifth-grade student reads the sentence,
"After playing with her friends all day,
Kaylee did her science homework, her
geography project, and her composition
in one fell swoop." The student asks the
teacher for help understanding what is meant
by the phrase one fell swoop. The teacher
can best help the student understand this
idiomatic expression by:
A.
discussing with the student more
examples of the phrase used in
context.
B.
directing the student to look up
different meanings of fell and
swoop in the dictionary.
C.
helping the student create a tree
diagram of the structure of the phrase.
D.
asking the student to find other
sentences in the text that use the
words fell and swoop.
Correct Response: A. The phrase one fell swoop is an idiom. An idiomatic expression is a sequence of words
that has a specific meaning beyond the sum of the meanings of the component words. In addition to explaining
the idiom's specific meaning, the most effective way to promote a student's understanding of a new idiom is to
provide the student with several examples of the idiom used in comprehensible contexts. B and D are incorrect
because one fell swoop functions semantically as a single unit, so using various means for determining the
meaning of its component words would not help the student determine the meaning of the unit as a whole. Tree
diagrams (C) are used to represent the grammatical structure of a sentence. This would be useful in helping the
student determine the grammatical function of the phrase in the sentence but not its meaning.
A-48
49.
A beginning reader can sound out and write
phonetically regular one- and two-syllable
words. When reading sentences or longer
texts, however, the student frequently has
poor comprehension. Which of the
following is the first step the teacher should
take in order to promote this student's
reading proficiency?
A.
Evaluate the student's ability to apply
grade-level-appropriate phonics
generalizations.
B.
Evaluate the level of the student's
phonemic and phonological
awareness.
C.
Ascertain the degree to which
the student uses syntactic cues.
D.
Ascertain the level of the student's
vocabulary development.
Correct Response: D. For a student to comprehend a text during reading, the student must be able to decode
each word and then connect the decoded word to a word in his or her oral vocabulary. Research has shown that if
a reader is not familiar with at least 90 percent of the words in a text, comprehension breaks down. Therefore, a
student who has a very limited oral vocabulary may be able to apply accurate decoding skills when reading an
extended text but still not be able to make sense of the text. A and B are incorrect because the student in the
scenario is described as having good decoding skills, so phonologically based deficits are not likely causing his or
her comprehension difficulties. C is incorrect because readers use syntactic cues as a strategy for determining a
word's grammatical function in a sentence. This can be helpful as a decoding strategy for verifying the meaning
and pronunciation of a multiple-meaning word but is not a text-comprehension strategy.
A-49
50.
A fifth-grade teacher is about to begin a new
unit on weather and climate. Which of the
following types of vocabulary words from
the unit would be most appropriate for the
teacher to preteach?
A.
words that are conceptually
challenging
B.
high-frequency, phonetically irregular
words
C.
multisyllable words
D.
high-frequency words with multiple
meanings
Correct Response: A. Conceptually challenging words, especially those associated with a new content-specific
unit of study, are not likely to be in students' oral vocabularies, let alone in their reading vocabularies. To support
students' reading comprehension of content-area texts associated with the unit, it is critical to introduce students to
key concepts and associated vocabulary in both their oral and written forms prior to reading. B and D are
incorrect because high-frequency words, whether with irregular spellings or multiple meanings (B and D
respectively), are likely to be in students' reading vocabularies. Similarly, students begin to encounter many
multisyllable words (C) in their reading by second grade, so this feature alone would not necessarily indicate that
such words would be unfamiliar to students.
A-50
51.
A text includes the word indefensible, which
is unfamiliar to some students in a fourthgrade class. Which of the following
strategies for teaching the word would be
most effective in both clarifying the
meaning of the word and extending the
students' vocabulary development?
A.
Have the students enter the word in
their ongoing list of new vocabulary
words and then look up its definition
independently.
B.
Explain the meaning of the word
to the students before they read
the text.
C.
Discuss the meanings of other words
having the same affixes or root and
then ask the students to try to
"construct" the word's meaning.
D.
Ask the students to paraphrase the
sentence that contains the word by
substituting a synonym for the word.
Correct Response: C. Teaching students to use structural analysis and their knowledge of familiar English
morphemes (i.e., the root defense and the affixes in- and -ible) to deduce the meaning of a new word containing
these morphemes provides students with a powerful independent word-learning strategy. This strategy
immediately extends students' understanding of both the target word and other words that contain these
morphemes. A, B, and D are incorrect because they describe strategies students can use to clarify the meaning of
a particular word, but they do not extend the students' vocabulary development beyond the target word.
A-51
52.
In which of the following sentences is
context most helpful in understanding
the italicized word?
A.
Tulip trees are ubiquitous in Virginia
and in some other parts of the United
States as well.
B.
John's friends surreptitiously planned
a housewarming party for him soon
after he had moved in.
C.
Mary is magnanimous in all of her
dealings with people, even when she
does not know a person well.
D.
Peter's mother was adamant that he
should attend college, but his father
did not seem to care.
Correct Response: D. This sentence provides a reader with both syntactic and semantic clues as to the meaning
of the italicized word adamant. First, the coordinating conjunction but sets up a comparison between the two
independent clauses, which immediately alerts the reader that the meaning of the second clause contrasts the
meaning of the first clause. Next, the meaning of the second clause is simple and clear—Peter's father did not
seem to care whether or not Peter attended college. Thus, we now know that Peter's mother must have felt very
strongly that he should attend. Indeed, someone who is adamant about something is unshakable or unmovable in
his or her belief. In the other responses, the contexts do not provide adequate clues for the reader to deduce the
meaning of the italicized words. In fact, a reader could substitute a variety of words for the italicized word in A
(e.g., rare, blooming), B (e.g., immediately, collaboratively), or C (e.g., rude, selfish), and any of them would be
plausible in the given context.
A-52
53.
Students in a third-grade class are studying
different forms of transportation that are
used around the world. As part of this unit
of study, they work together to create a
semantic map of words associated with
transportation, including words that they
have recently learned (e.g., barge,
rickshaw). This activity is most likely to
promote students' vocabulary development
by:
A.
showing them how structural analysis
can be used to determine the meaning
of new vocabulary.
B.
helping them to categorize, visualize,
and remember new vocabulary.
C.
guiding them to discover the multiple
meanings of new vocabulary.
D.
providing them with frequent, varied
reading experiences using the new
vocabulary.
Correct Response: B. In content-area subjects, concept building and vocabulary building are reciprocal and
closely interdependent processes. Helping students construct a semantic map of words associated with a
particular content-area topic such as transportation both deepens and broadens their understanding of the topic. It
also provides them with a framework for making connections among related words (e.g., barge, rickshaw).
Creating the visual display of the semantic map, in which related words are literally grouped together, also aids
students' recall of the connections among the words. The other responses are incorrect because teaching students
how to use structural analysis (A), encouraging exploration of multiple-meaning words (C), and providing
students with multiple exposures to new words (D) are all strategies for supporting vocabulary development but
are not the primary goals of the semantic mapping activity described.
A-53
54.
A third-grade class that includes several
English Language Learners is about to read
a text about water sports. Which of the
following teaching strategies would be most
effective in promoting the English Language
Learners' comprehension of the text?
A.
Have the students look up unknown
English words using bilingual
dictionaries and then make vocabulary
lists in both languages.
B.
Pair English Language Learners with
native speakers of English and have
the native speakers explain any
unknown vocabulary.
C.
Activate students' prior knowledge
about the topic and provide visual aids
such as illustrations to clarify new
vocabulary.
D.
Give students a list of new vocabulary
with definitions and ask the students
to try to construct their own sentences
using the words.
Correct Response: C. Two of the most effective instructional strategies for promoting English Language
Learners' comprehension of a content-area text are activating the students' prior knowledge of the text's content
and contextualizing new concepts and vocabulary through the use of visuals, demonstrations, and/or hands-on
activities. To contextualize new vocabulary related to water sports, the use of visuals such as illustrations and
photographs would be the most effective (and efficient) strategy to use and would also activate any prior
knowledge the students had regarding the topic. The strategies described in A, B, and D are not likely to be
particularly effective in promoting English Language Learners' comprehension of the text because they neither
build nor activate background knowledge related to the topic, and they do not help contextualize new vocabulary
for learners.
A-54
three questions that follow.
Before reading aloud a book about a farm to
a group of beginning readers, a first-grade
teacher has the students brainstorm words
and concepts related to farms. Next, she
reads the text aloud from a big book,
pointing to the words as she reads. After
discussing the story with the students, she
puts the book in the classroom library and
encourages the students to read it on their
own.
55.
The students are most likely to be successful
in their independent reading of the book if:
A.
they have previously heard and can
recognize the text's key words.
B.
the text does not include compound
sentences.
C.
they come from homes where silent
reading is extensively modeled.
D.
the text deals with fictional rather than
factual material.
Correct Response: A. Vocabulary knowledge is a primary factor affecting reading comprehension. In addition
to understanding a text's key vocabulary words, the reader must also be able to recognize those words in print.
The factors described in responses B, C, and D are not as significant as vocabulary knowledge in contributing to
students' ability to read a text independently.
A-55
56.
The theoretical basis for including the
brainstorming activity in this lesson is that
having the students share their knowledge of
farms prior to the reading will:
A.
give the teacher an opportunity to
assess and compare the students' oral
language skills.
B.
develop the students' understanding of
basic concepts about print.
C.
facilitate the students' comprehension
of the story through schema building.
D.
prepare the students to benefit from
phonics activities related to the text.
Correct Response: C. The brainstorming activity described in the stimulus paragraph (on page A-55) is
designed to activate students' prior knowledge and build background knowledge (schema) to facilitate their
reading comprehension of the story. A is incorrect because the activity would not be very effective in assessing
and comparing students' oral language skills, since their vocabularies are likely to vary widely on this topic
(farms) depending on their prior experiences with farms. The activity also does not relate to the development of
concepts of print (B) or phonics (D).
A-56
57.
The most important reason for putting
the book in the classroom library is to
promote the students':
A.
love of reading by facilitating their
access to a story that they have
already heard, understood, and
enjoyed.
B.
understanding of the alphabetic
principle by introducing them to
letter-sound correspondence.
C.
oral language development by
providing them with the opportunity
to imitate the teacher's reading of a
text.
D.
use of metacognitive strategies by
allowing them to practice selfmonitoring when reading silently.
Correct Response: A. Reading aloud to children is a research-based strategy for promoting students' interest in
reading and in books. Providing students with access to a book that the teacher has already read aloud and
discussed with them is likely to foster their love of reading because the teacher has provided various scaffolds for
comprehending the story, and thus they are likely to experience some level of success in reading it independently.
The other responses are incorrect because simply providing access to the book is not likely to contribute to the
students' knowledge of the alphabetic principle (B), oral language development (C), or use of metacognitive
strategies (D), which all require explicit instruction and guided practice.
A-57
58.
As a second-grade teacher reads his students
a fable about a fox and a rabbit, he stops at
key points and asks himself questions aloud
such as, "I wonder why the fox said that?" or
"I wonder what the rabbit will do next?"
Rather than answering the questions, he tells
the students that he will hold the questions
in his mind and think of possible answers as
the story progresses. He also invites the
students to pose their own questions as they
listen. This activity is useful in illustrating
for students that:
A.
texts generally have only one correct
interpretation.
B.
oral reading fluency facilitates
comprehension.
C.
readers interact with text and construct
meaning as they read.
D.
readers need to recall story events in a
sequential order.
Correct Response: C. The teacher is using a think-aloud to model how to use metacognition and questioning as
strategies for promoting reading comprehension—that is, constructing meaning while reading. A is incorrect
because the teacher also invites the students to pose their own questions, so he is allowing for more than one
interpretation of the text. B is incorrect because although it is true that fluent reading facilitates reading
comprehension, the teacher pauses during his read-aloud, so he is neither demonstrating fluent reading nor
illustrating how fluent reading contributes to comprehension. The teacher wonders about a character's action and
also wonders what will happen next, but he does not recall all the story events in sequential order (D).
A-58
59.
After reading a historical novel about
the U.S. Civil War, students in a sixth-grade
class each bring in an object that, to them,
represents the book. The students share the
different objects and discuss ways in which
each object might represent the book. This
activity is most likely to promote students'
reading development by helping them:
A.
determine the author's main point
of view.
B.
understand the plot structure and
overall chronology of the book.
C.
analyze the author's use of figurative
language.
D.
create personal interpretations about
the book.
Correct Response: D. By asking students to select an object that represents the book to them and discuss ways
in which the object represents the book, the teacher prompts the students to think about what ideas or feelings the
book evoked in them as they read. A is incorrect because the students' reactions to the book are personal, so the
activity does not necessarily help students determine the author's main point of view. It also does not necessarily
focus their attention on the plot's sequence of events (B). C is incorrect because the activity does not require
students to explore the author's use of figurative language.
A-59
60.
During weekly independent reading time,
fifth-grade students read high-interest
literature and record their thoughts,
reactions, and questions in a teacher-student
dialogue journal. The dialogue journal
activity is likely to promote the students'
reading proficiency primarily by:
A.
encouraging students' active
construction of meaning with a
text and developing their literary
response skills.
B.
increasing students' reading fluency
and facilitating their rapid automatic
word recognition.
C.
expanding students' vocabulary
knowledge and providing them with
extensive, varied reading experiences.
D.
promoting students' appreciation for
literary genres and exposing them to
the various features of literary texts.
Correct Response: A. Since each student in the class is likely to be reading different texts during independent
reading, dialogue journals can be an effective strategy for teachers to use to both monitor and promote students'
comprehension of these texts. Typically, teachers make comments and ask questions in the journals to help
students clarify their thinking about a text and/or to facilitate their ability to make personal connections to it. B is
incorrect because journal writing has not been proven to be effective as a strategy for increasing students' reading
fluency. While a teacher could use an independent-reading dialogue journal to expand a student's vocabulary (C)
or promote a student's knowledge of the features of literary genres (D), this is not the primary goal of such
journals. Also, writing individually to students would not be the most effective or efficient method for developing
students' knowledge in these areas. Small-group or even whole-class instruction would be a more appropriate
format for these purposes.
A-60
61.
Sixth-grade students have just finished
reading a chapter in a novel and are getting
ready to write an entry in their response
journals. The teacher could most effectively
develop students' literary response skills by
assigning which of the following journal
prompts?
A.
What new vocabulary words
did you learn when reading this
chapter? List and define the new
words from the chapter.
B.
What happened in the chapter?
Describe two or three events from the
chapter.
C.
What do you think is the main
idea or theme of the novel? Relate
specific events in this chapter to the
theme you suggest.
D.
Which characters are mentioned
in this chapter? List each of the
characters.
Correct Response: C. At the secondary level, formal literary response involves developing a thesis and
providing evidence from the text to support the thesis. To help sixth graders learn how to construct an effective
literary response to a text, the teacher should provide opportunities, such as prompted writing in response
journals, to develop a thesis related to a text (e.g., identifying a main idea or theme of the text), and then to
support their thesis by citing evidence from the text. A emphasizes vocabulary development, while the questions
in responses B and D focus students on literal comprehension skills only—that is, identifying factual information
explicitly stated in the text.
A-61
62.
A second-grade teacher reads a trade
book aloud to the class. Which of the
following postreading activities would
be most likely to promote the students'
comprehension of the story by enhancing
their literary analysis skills?
A.
encouraging the students to
identify the key vocabulary
words in the story
B.
helping the students make a concept
map of the main events of the story
C.
asking the students to reread the story
silently and respond to literal
comprehension questions
D.
having the students "freewrite" about
the story in their journals
Correct Response: B. A concept or story map is a strategy for visually organizing key elements of a story such
as characters, setting, and main events. At the second-grade level, literary analysis involves learning how to retell
a main event from a story heard or read and to ask questions about important characters, settings, and events in a
story. Creating a concept map of the main events of a story would help promote each of these literary analysis
skills. The other responses are incorrect because having students identify important vocabulary from the story
(A), reread the story and respond to literal comprehension questions (C), or engage in a "freewrite" about the
story (D) could enhance their comprehension of the story but would not develop their literary analysis skills.
A-62
63.
A fifth-grade class is about to read a play
about the life of Harriet Tubman called
"Travels on the Railroad." Which of the
following prereading activities would
best promote students' comprehension
of the text?
A.
introducing the common elements
of plays as a genre and looking at
sections of a printed play together
as a class
B.
asking students to predict what will
happen in the first act based on the
play's title and on a list of the play's
main characters
C.
asking students to share what they
already know about Harriet Tubman
and the time period during which she
lived
D.
encouraging small groups of students
to create and perform their own short
skits about the same subject
Correct Response: C. Activating students' prior knowledge related to a text is one of the most powerful
strategies for promoting their comprehension of the text. A is incorrect because it develops students' general
knowledge of the genre, but it does not facilitate the students' comprehension of the text, which is based on
historical events with which they may be unfamiliar. Similarly, making predictions about a text based on its title
(B) can be very helpful in setting a purpose for reading and thus supporting reading comprehension; however, the
title of this particular play is metaphorical, so it may generate predictions that are totally irrelevant. Creating
original skits based on the same subject (D) also can extend students' comprehension of a text, but this strategy
would be most effective as a postreading activity rather than as a prereading activity.
A-63
64.
A second-grade teacher notices that one
of her students lacks fluency when
reading aloud. The first thing the teacher
should do in order to help this student is
assess whether the student also has
difficulties with:
A.
predicting.
B.
inferring.
C.
metacognition.
D.
decoding.
Correct Response: D. Reading fluency is integral to reading comprehension. The key indicators of reading
fluency are accuracy, rate, and prosody. In the primary grades, the most common factor disrupting fluency is
weak decoding skills, which most directly affects reading accuracy but affects the other indicators as well (e.g., by
causing a slow rate or resulting in choppy reading). A, B, and C are incorrect because predicting, inferring, and
metacognition are skills or strategies that support reading comprehension. Having difficulty in these skills or
strategies would not necessarily affect a student's reading fluency.
A-64
65.
Read the passage below; then answer the
For the second time that week, Saul
forgot to wash his hands after working
on his painting. He had gotten so
involved filling in the ocean in his
picture that he had barely even heard
the teacher telling everyone it was
time to put away their easels and wash
up for lunch. He had put his supplies
away, but, still thinking about the
ocean, he had gone straight to his
desk. Now he saw that he was leaving
blue-paint handprints on his desk, on
his shirt, on his books—even on his
lunchbox. Estella looked over at him
and joked, "Hey, Saul! You're the
new King Midas! Only you turn
everything to blue!" Saul rolled his
eyes at her as he got back up to go to
the sink.
This passage would be most suited for
helping students:
A.
recognize a literary allusion.
B.
analyze story elements.
C.
predict future events.
D.
analyze an author's point of view.
Correct Response: A. A literary allusion is when an author refers indirectly to an earlier literary work by using
a name, word, or phrase closely associated with that literary work. In this passage, the character Estella refers to
King Midas, a character of Greek legend who was given the power to turn everything he touched to gold. While a
teacher could use this passage to analyze perhaps one story element, such as character (B), or possibly to predict
future events (C), the passage is not particularly well suited to teach these skills. Also, in this passage the author
renders the action objectively (describing a series of observable events in emotionally neutral language without
commentary); thus, it would not lend itself to an analysis of the author's point of view (D).
A-65
66.
A third-grade class includes some struggling
readers. The teacher would like the whole
class to read historical novels as part of an
interdisciplinary unit on Native Americans
of the Northeast. Which of the following
activities is likely to help promote the
struggling readers' comprehension of the
novels?
A.
Before reading these novels, the
teacher preteaches key vocabulary and
develops the students' schema related
to the stories.
B.
During reading, the students stop after
reading each chapter and try to write a
summary of the chapter in their own
words.
C.
After reading these novels, the teacher
helps the students create a story map
of the main events and characters in
their stories.
D.
During reading, the students read their
stories aloud by taking turns reading
specific pages.
Correct Response: A. By the middle grades, students learn most new vocabulary through reading. Since
struggling readers tend to read less than peers who are skilled readers, preteaching key vocabulary is essential to
promoting these students' comprehension of a text. A schema represents a person's background knowledge about
a particular concept, event, or situation. Readers activate relevant schema to make sense of what they are reading.
Most third graders, and particularly struggling readers, are likely to lack sufficient schema to support their
comprehension of novels that rely strongly on content-area knowledge. The activities described in responses B,
C, and D would not be effective in facilitating struggling readers' comprehension of the novels because they do
not provide the students with sufficient scaffolding to support construction of meaning as they read.
A-66
67.
A teacher can best help sixth graders to draw
inferences from informational text by asking
them to complete which of the following
statements?
A.
In my opinion . . .
B.
The passage suggests . . .
C.
In comparison . . .
D.
The author's first point is . . .
Correct Response: B. To draw an inference from a text is to derive a conclusion that is not stated explicitly in
the text but rather is suggested by facts or premises presented. A is incorrect because stating an opinion about a
text does not necessarily involve deducing or deriving a conclusion from explicit information in the text. C and D
focus on the use of literal comprehension rather than inferential comprehension.
A-67
68.
A sixth-grade teacher gives students several
persuasive essays that present contrasting
opinions on a current social issue. The
teacher then asks students to consider the
following questions as they read the texts.
1. What is the author's opinion on
the issue?
2. How might the author's
background influence his or her
opinion?
3. What evidence does the author
use to support his or her opinion?
These questions are likely to be most
effective for helping students:
A.
monitor comprehension of
informational texts.
B.
identify the theme in expository
texts.
C.
draw inferences from informational
texts.
D.
analyze point of view in expository
texts.
Correct Response: D. A persuasive essay is an expository text in which an author takes a stand on an issue and
tries to persuade readers by presenting an argument and evidence to support that stand. The teacher's questions
are designed to help students analyze the authors' points of view by identifying an author's opinion as presented in
an argument, evaluating how effectively the author supports the argument, and considering factors that may have
influenced the author's opinion. A is incorrect because, while students may monitor their comprehension of the
texts, comprehension monitoring is not explicitly taught or reinforced by the questions. Similarly, the skills
described in B and C may be secondary outcomes of this activity but are not the primary goal.
A-68
69.
A third-grade teacher periodically reads
aloud from a chapter in content-area
textbooks and describes his thought
processes as he reads. Following is an
example:
"'The moon does not shine on its own.
The sun's light reflects off the moon.'
Hmm. I'm imagining that the sun is
like a flashlight shining on the moon
in the dark. 'As the moon rotates, only
the part that faces the sun is visible
from the Earth.' I'm not quite sure
what "visible" means, but it sounds
kind of like vision, which I know has
to do with eyes. It probably means
the part that we can see from the
Earth. Now, that makes me wonder—
why do we see different amounts of
the moon at different times? Let's see
if the next part of the chapter explains
this . . ."
This practice is most likely to promote
students' reading proficiency by:
A.
exposing them to new vocabulary in
context.
B.
modeling for them metacognitive
comprehension strategies.
C.
giving them an example of fluent oral
reading.
D.
summarizing for them the main ideas
of an expository text.
Correct Response: B. Metacognitive reading comprehension strategies prompt students to think about their
thinking as they read a text. The teacher models two powerful metacognitive strategies: visualizing to support
comprehension and self-questioning to clarify understanding and to set a purpose for further reading. A is
incorrect because while the teacher talks about the vocabulary word visible and determines what it means
deductively, the focus of this portion of the teacher's think-aloud is promoting the students' comprehension of the
sentence as a whole in which the word visible occurs. C is incorrect because the teacher pauses several times
during reading to make comments about the text, so the teacher does not present an example of fluent oral
reading. The teacher could conceivably summarize the text at the end of the think-aloud (D), but there is no
evidence in the description to suggest this will occur.
A-69
70.
Skimming is likely to be the most effective
strategy for accomplishing which of the
following reading tasks?
A.
evaluating the validity of information
on an Internet Web site
B.
previewing a chapter in a content-area
textbook
C.
synthesizing information from various
sources for a research report
D.
studying specific facts for a contentarea exam
Correct Response: B. Skimming involves a quick, superficial reading of a text to get an overall impression of
the material. This would be an appropriate and effective strategy for previewing a textbook chapter. The other
responses are incorrect because evaluating the validity of information on a Web site (A), synthesizing information
from a variety of sources for research purposes (C), and studying facts for a content-area exam (D) all require a
more careful reading of textual materials.
A-70
71.
A fifth-grade class is about to begin reading
a text about the European exploration of
North America. Before they begin, the
teacher has the students brainstorm what
they already know about the topic. After
reading the text, she encourages them to
share any additional information that they
may have thought of as they were reading.
These activities are likely to promote the
students' comprehension primarily by:
A.
encouraging them to connect new
information to prior knowledge of the
topic.
B.
helping them determine the author's
purpose and point of view.
C.
encouraging them to use context cues
to make appropriate inferences.
D.
helping them analyze the text in terms
of main ideas and supporting details.
Correct Response: A. Having students brainstorm what they already know about a topic prior to reading a text
helps them activate schema that will support their comprehension of the text. Afterward, encouraging students to
identify and discuss additional information they have gained through reading the text helps them connect prior
learning to new knowledge, which both deepens and broadens their schema related to the topic. The other
responses are incorrect because these activities focus on developing students' conceptual understanding of the
content covered by the text rather than on promoting their analysis of the text itself (D) or on developing their
analysis skills (B, C).
A-71
72.
A sixth-grade class is working on an Internet
research project about various natural
resources and their uses. The teacher could
best support students' effective use of the
Internet for their research by:
A.
providing students with a checklist of
questions that prompt critical
evaluation of information on Web
sites.
B.
giving students a list of Web sites that
have been preapproved based on the
sites' reading levels.
C.
encouraging students to search
for Web sites that are easy to navigate
and that contain familiar vocabulary.
D.
teaching students to employ a variety
of search engines to locate relevant
Web sites.
Correct Response: A. Determining whether a given Web site contains reliable information is an important step
in conducting research on the Internet. Having students question the validity of content they read on a Web site
will build this skill, promoting their ability to conduct more effective and bias-free research. B is incorrect
because giving students a list of preapproved Web sites does not promote their independent research skills.
Encouraging them to rely only on user-friendly Web sites (C) could lead students to ignore Web sites that contain
valuable, objective information. Employing a variety of search engines (D) does not necessarily lead to more
effective research, since different search engines are likely to identify a similar list of potential Web sites.
A-72
73.
Which of the following text features are
students likely to find most useful when
previewing informational texts such as
library books for a research project?
A.
index
B.
bibliography
C.
glossary
D.
table of contents
Correct Response: D. A table of contents shows how the content of a text is organized and provides clues to the
types of information the reader is likely to find in each section. Skimming a text's table of contents provides a
reader with a quick and effective preview of the text's content. This allows a reader to determine whether the text
might be useful for a particular research project. A is incorrect because a typical index lists all the topics covered
by a text in great detail, but it is organized alphabetically rather than grouped in broad categories, so it is less
effective as a tool for previewing texts. B and C are incorrect because bibliographies provide information about
the sources the author(s) used in developing the text, while glossaries provide definitions of key terms used in the
text.
A-73
74.
A third-grade teacher observes that students
who read aloud fluently also demonstrate
greater comprehension of expository texts.
The best explanation for this is that fluent
readers:
A.
possess a self-awareness that allows
them to use metacognitive skills
efficiently.
B.
have already developed the base of
background knowledge typically
covered by textbooks.
C.
have well-developed skills for
decoding any level of text word
by word.
D.
are able to focus their full attention
and cognitive resources on the
meaning of a text.
Correct Response: D. Research has shown that fluent readers have higher levels of comprehension than readers
who lack fluency. By the third grade, fluent readers have developed automaticity in decoding, which allows them
to focus on the meaning of what they are reading rather than on expending all their effort and energy on decoding
each individual word letter by letter. Achieving reading fluency does not necessarily mean that students know
how to use metacognitive skills (A) or that they have already developed background knowledge at the level of a
textbook (B). Having fluency also does not mean that a third-grade student is skilled enough to decode any level
of text (C).
A-74
75.
A fifth-grade teacher gives students
a reading guide to complete as they
read an informational text. The reading
guide contains several questions to
answer and a chart to complete, as well
as comprehension aids for potentially
challenging vocabulary and passages. This
activity is likely to be most effective for
achieving which of the following
instructional purposes?
A.
teaching students to adjust their
reading rate based on text difficulty
B.
encouraging students to interact with
the text
C.
supporting students' development of
reading fluency
D.
fostering students' motivation to read
cooperatively
Correct Response: B. Reading guides such as the one described compel students to interact with the content of
a text as they read so they can complete the activities in the guide. Such guides can also provide scaffolding for
students to enhance their comprehension by clarifying challenging vocabulary and passages. A text-based reading
guide would not teach students how to adjust their reading rate based on text difficulty (A) because it focuses on
just one specific text. C is incorrect because use of such a guide would not promote development of reading
fluency, since it encourages students to pause periodically during reading to reflect on and write about the content
of the text. D is incorrect because the students complete the guide individually, so its use does not prompt
students to read cooperatively.
A-75
76.
A sixth-grade teacher has students work in
small groups to begin to develop a KWL
chart before they read a textbook chapter
about the human brain.
The Human Brain
K
W
L
Using a KWL chart in this way is most
likely to help the students:
A.
connect their background knowledge
to information in the chapter.
B.
identify main ideas and supporting
details in the chapter.
C.
synthesize information from various
sections of the chapter.
D.
visualize the terms and concepts in the
chapter.
Correct Response: A. The first two columns in a KWL chart prompt students to think about what they already
know about a topic and what else they want to learn about it. These are effective prereading activities because the
first helps activate students' prior text-related knowledge, which activates relevant schema to support
comprehension, and the second encourages students to set a purpose for their reading, which promotes
engagement with the text and enhances comprehension. The third column in a KWL chart prompts students to
reflect on what they have learned from the text. In this way, completing the chart facilitates students' ability to
make connections between their current background knowledge and new information from the text. B, C, and D
describe skills or strategies that are beneficial in supporting students' comprehension of informational texts, but
they are not skills facilitated by students' use of KWL charts.
A-76
77.
Two proficient readers are answering
postreading comprehension questions about
a chapter in a content-area textbook.
•
The first student demonstrates
exceptional recall of details from the
chapter but has difficulty answering
questions about the gist of the chapter.
•
The second student can give an
outstanding summary of the chapter but
has difficulty remembering specific
facts from the chapter.
Which of the following best explains the
most likely reason for the students' varied
understanding of the text?
A.
The first student is more proficient
than the second student at using
metacognitive comprehension
strategies to make sense of the text.
B.
Each student applied different reading
comprehension skills when reading
the text.
C.
The second student is more proficient
at reading for literal understanding
than for inferential understanding.
D.
Each student brought a unique set of
prior experiences to the reading of the
text.
Correct Response: B. Many factors contribute to reading comprehension. Skilled readers use different
comprehension strategies to achieve different purposes. For example, the first student described in this item may
have skimmed the chapter to look for specific words or phrases mentioned in the comprehension questions, while
the second student may have scanned the chapter for main ideas but did not dwell on individual terms or facts. A
is incorrect because the first student had difficulty answering questions about the gist of the chapter, so it is likely
that that student did not apply metacognitive strategies to enhance understanding during reading. The second
student was able to construct a strong summary of the chapter, which suggests an ability to use inferential skills,
so C is incorrect. While background knowledge and experiences have a strong influence on reading
comprehension (D), this factor cannot explain why the students focused on such different levels of the text.
A-77
78.
An English Language Learner reads
academic texts fluently in her primary
language but is struggling to understand her
content-area textbooks in English. This
student would likely benefit most from
engaging in which of the following
activities?
A.
translating textbook reading
assignments from English into her
primary language
B.
receiving reading comprehension
instruction with texts written in her
primary language
C.
learning to use metacognitive reading
strategies with English text
D.
reading texts in her primary language
that cover the same material as her
English textbooks
Correct Response: C. The student reads academic texts well in her primary language, so she likely has both
adequate background knowledge in the content areas and basic reading skills. The student would benefit from
using metacognitive strategies such as self-monitoring to connect what she has already learned in the primary
language with the content presented in the English textbooks. A, B, and D all focus on primary-language
materials. While these strategies may be helpful in supporting the students' ongoing conceptual development with
regard to specific content, they do not promote the students' ability to comprehend content-area textbooks in
English.
A-78
Use the information below to answer the two questions that follow.
A fifth-grade teacher plans to have students read a chapter about the American Revolutionary War from
their social studies textbook. The following is an excerpt from the chapter.
The Battle of Bunker Hill took place on June 17, 1775. At the time, the American army occupied the
area from Cambridge to the Mystic River. American troops gathered in Cambridge Common on the
evening of June 16, 1775, and set out for Bunker Hill. Upon reaching Bunker Hill, however, officers
decided to move to Breed's Hill, a smaller hill closer to Boston.
79.
Based on this excerpt from the chapter,
which of the following graphic organizers
would best promote students' awareness of
the chapter's text structure?
A.
outline
B.
Venn diagram
C.
timeline
D.
semantic map
Correct Response: C. The text structure of this passage is chronological, focusing on when troop movements
took place leading up to the battle. Timelines are the most effective form of graphic organizer for conveying a
chronology of events. Outlines (A) and semantic maps (D) are well suited to passages that are organized into
different sections or categories of related content. Venn diagrams (B) visually display similarities and differences
between two or more related topics.
A-79
80.
The teacher asks students to locate and mark
places mentioned in the chapter on
a map as they read. This activity is most
likely to help students:
A.
use visualization to facilitate their
comprehension of the text.
B.
paraphrase content to make the
text more understandable.
C.
connect elements in the text to
their background knowledge.
D.
identify the text's main ideas and
supporting details.
Correct Response: A. The passage mentions several sites or landmarks with which students may be unfamiliar.
Locating and marking these sites on a map would improve the students' ability to visualize the direction of the
troop movements mentioned in the passage. B, C, and D are not skills that would be scaffolded, facilitated, or
reinforced by having the students consult maps.
A-80
81.
A third-grade teacher has been conducting a
series of ongoing assessments of a student's
oral reading. Shown below is a sentence
from a text, followed by a transcription of a
typical example of the student's oral reading
performance.
Text:
Her boots crunched through
the snow.
Student: Her boats crucked throw the
snow.
After reading the sentence, the student
paused and then reread it without the
teacher's prompting and self-corrected
the errors. Based on this information,
the teacher could best meet this student's
needs by adjusting instruction in order to:
A.
enhance the student's oral vocabulary
development.
B.
develop the student's ability to selfmonitor comprehension.
C.
improve the student's decoding
skills.
D.
promote the student's ability to track
print.
Correct Response: C. The student's oral reading performance in this sample strongly suggests a lack of
foundational knowledge in phonics and sight words. The miscues indicate serious decoding difficulties with
various phonics elements, including lack of automaticity in decoding common vowel digraphs (reading boats for
boots), common consonant digraphs (reading ck for ch), and complex consonant clusters (reading crucked for
crunched). The student also misread a high-frequency sight word (through) that should have been mastered by
the end of second grade. Conversely, this oral reading sample provides no evidence that the student has difficulty
tracking print (D). And, by self-correcting his or her errors without prompting, the student demonstrates both
understanding of the text's vocabulary (A) and the ability to self-monitor for comprehension (B).
A-81
82.
Which of the following types of assessments
would best provide information about the
comparative reading proficiency of students
in an elementary school?
A.
a test of vocabulary development
B.
a norm-referenced survey test
C.
a reading miscue inventory
D.
a diagnostic portfolio
Correct Response: B. Norm-referenced tests are designed specifically for the purpose of comparing students'
performance. Norms are statistics that describe the test performance of a representative sample group. In general,
the tests in A and C are designed to measure the degree to which students meet specific objectives (i.e., they are
criterion referenced); therefore, A and C are incorrect. A diagnostic portfolio (D) is individually administered and
would most likely contain a comprehensive battery of reading assessments designed for diagnostic purposes.
A-82
83.
Considerations of validity in test
construction relate most closely to:
A.
how a particular examinee's
test performance relates to a
preestablished standard.
B.
whether the test questions effectively
measure their specified content.
C.
how a particular examinee's test
performance compares to the
performance of other examinees.
D.
whether the test results are likely
to be repeatable with a similar
examinee test group.
Correct Response: B. Validity is the degree to which a test measures what it is intended to measure. A is
incorrect because criterion referencing is the term used when a student's performance is related to a preestablished
standard or set of objectives. C describes norm referencing. D describes test reliability.
A-83
84.
If a standardized test is said to lack
reliability, the test:
A.
is not measuring what it is supposed to
measure.
B.
has not proven to be useful as an
instructional intervention.
C.
gives fluctuating scores in different
administrations.
D.
has poor predictive value relative to
students' classroom performance.
Correct Response: C. Reliability indicates the degree to which a test yields consistent results over successive
administrations. If a test yielded fluctuating results, it would be considered to have low reliability. A relates to a
test's content validity, while D relates to a test's predictive validity. Standardized tests are not intended to be used
as interventions (B).
A-84
85.
Which of the following informal assessment
results provides the clearest indication that a
kindergarten child has attained a beginning
level of phonemic awareness?
A.
The student can clap the "beats" or
syllables of familiar multisyllable
words.
B.
The student can delete the second
"word" or syllable in compound
words.
C.
The student can identify the beginning
sound of single-syllable words.
D.
The student can substitute phonemes
in the medial position of singlesyllable words.
Correct Response: C. Phonemic awareness is a specific type of phonological awareness involving the ability to
distinguish the separate phonemes in a spoken word. Identifying the beginning sound of a single-syllable word is
typically one of the earliest phonemic awareness skills developed, while substituting medial phonemes (D) is
considered a more advanced phonemic awareness skill. A and B describe skills at the syllable or word level and
are therefore not considered phonemic awareness skills.
A-85
86.
One of the most important purposes of a
standardized Informal Reading Inventory
(IRI) is:
A.
to establish how prior knowledge and
text organization influence a student's
reading comprehension.
B.
to determine how a student uses
semantic, syntactic, and other text
cues to deduce a word's meaning.
C.
to analyze how a student's silent
reading comprehension is influenced
by oral reading fluency.
D.
to establish a student's independent,
instructional, and frustration reading
levels.
Correct Response: D. Standardized Informal Reading Inventories (IRIs) are administered individually to
students to establish the students' reading levels. The results of this type of assessment provide evidence to guide
the selection of reading materials for students for instruction and/or interventions and to guide students in their
selection of materials for independent reading. A is incorrect because the results of IRIs do not provide
information about how a text's organization or a student's prior knowledge affect the student's comprehension.
IRI results are also not helpful in determining what types of cues students use to determine the meaning of
unfamiliar vocabulary (B) or in analyzing the relationship between a student's silent- and oral-reading
proficiencies (C).
A-86
87.
An advantage of using assessment tools such
as portfolios and scoring rubrics is that they:
A.
provide more objective results than do
multiple-choice tests.
B.
promote student participation in selfassessment activities.
C.
ensure consistency among different
evaluators.
D.
offer more reliable assessment data.
Correct Response: B. Typically, the development of student work portfolios involves students in selecting and
self-assessing some or all of the materials that are included in their individual portfolios. Students can use scoring
rubrics to self-assess and guide their work. The other responses are incorrect because students and teachers can
develop their own criteria for selecting student work for a particular portfolio and can develop their own scoring
rubrics for evaluating that work; thus, the results of this form of assessment are neither more objective (A), nor
more consistent (C), nor more reliable (D) than the results of standardized assessments.
A-87
88.
Which of the following best describes the
primary advantage of having a student read
a passage silently and then provide
a "retelling" as a means of assessing the
student's comprehension, rather than having
the student answer questions?
A.
A retelling is open-ended and requires
the student to construct a description
of the passage more independently of
the examiner.
B.
The results of a retelling are more
objective and easier to quantify than
the results of direct questioning.
C.
The procedure involved in retelling
tends to be more familiar to a wider
range of students, including English
Language Learners.
D.
A retelling can provide information
about the student's inferential
comprehension skills, which
questioning cannot provide.
Correct Response: A. Having a young student provide a "retelling" (or having an older student construct a
summary) of a text removes clues or scaffolds from the assessment that teacher questions often provide and
ensures that a student's responses are based solely on his or her reading of the text. Some disadvantages of
retellings include that the results are not easy to quantify (B) and the procedure is often unfamiliar to students,
particularly to students who are new to U.S. schools (C). Also, since retellings are unstructured and usually elicit
only explicitly stated details about the text, this type of assessment is not necessarily effective in assessing a
student's inferential comprehension skills (D).
A-88
89.
Which of the following criteria would be
most important to consider when selecting
"leveled texts" for use in assessments and
guided reading with beginning-level
readers?
A.
The texts should use repeated words
and natural oral language structures.
B.
The texts should require readers to use
problem-solving to connect text to
illustrations.
C.
The texts should emphasize use of
literary language and dialogues.
D.
The texts should feature a range of
punctuation and context-specific
vocabulary.
Correct Response: A. Beginning readers need lots of practice reading a variety of texts written at their
independent reading levels to reinforce their knowledge of phonics and sight words already taught, build their
automaticity, and improve their reading fluency. Leveled texts are series of texts constructed using controlled
vocabulary and syntactic structures. Within a particular level, the texts share many of the same vocabulary words
and follow basic syntactic structures, both of which gradually increase in difficulty in successive levels.
Matching students to appropriate-level texts is key to providing them with effective practice opportunities. B is
incorrect because the primary goal of using these texts with beginning readers is to reinforce students' decoding
skills and promote reading fluency, not to promote their use of picture cues. They are also not designed to
promote students' knowledge of literary language or devices (C). Because of their controlled nature, leveled texts
feature a limited range of punctuation, and they purposefully introduce only a few new content vocabulary words
per text (D).
A-89
90.
In order to select a trade book that
emphasizes predictability, a teacher should
ensure that:
A.
the text includes some pictures or
illustrations.
B.
the concepts in the text are at an
appropriate level of difficulty for
the target student(s).
C.
a phrase, rhyme, or sentence is
repeated throughout the text.
D.
the length of the text is not likely
to exceed the attention span of the
target student(s).
Correct Response: C. Reading aloud predictable texts to prealphabetic and emergent readers is an effective way
to promote young children's motivation to read and their development of concepts of print. The portion of the text
that is predictable is generally a phrase, rhyme, or sentence that is repeated throughout the text, much like the
refrain of a song. This repeated text is easy for young children to learn quickly, which allows them to "read"
along with the teacher. A, B, and D all describe other important features common to books written for young
children. However, these are not features that make the books predictable.
A-90
91.
A fourth-grade English Language Learner is
new to a school. Assessments suggest that
the student can read orally with accuracy on
grade level; however, the student's
comprehension of grade-level textbooks
fluctuates widely. Which of the following
steps would be most appropriate for the
teacher to take first in order to determine the
cause of the student's difficulty?
A.
Assess the student's word analysis and
decoding skills.
B.
Determine whether the student has
a specific learning disability that
affects language processing.
C.
Assess the student's level of firstlanguage literacy.
D.
Determine whether the student
has adequate vocabulary and
background knowledge to support
comprehension of the textbooks.
Correct Response: D. Vocabulary and background knowledge are critical components of reading
comprehension, providing the foundation of the schema a student uses to construct meaning from the text. An
English Language Learner's English vocabulary is likely to have gaps, particularly with respect to content-area
topics that are not typical subjects of everyday conversations. An English Language Learner may be familiar with
a content-area topic, but he or she may lack the relevant English vocabulary needed to comprehend an Englishlanguage text about that topic. In the scenario described, word analysis and decoding skills are not likely the
cause of the student's difficulty (A), since the English Language Learner is able to read with grade-level accuracy.
For the same reason, a learning disability that affects language processing (B) and the student's level of firstlanguage literacy (C) are not likely factors impeding his or her reading comprehension.
A-91
92.
A first-grade teacher encourages beginning
readers to "write" their own captions
beneath their drawings. This practice is
most likely to lead to which of the
following?
A.
The students will tend to lose interest
in writing because of their frustration
with their lack of mastery of the
English spelling system.
B.
The students' overall reading
proficiency will be adversely affected
by any spelling errors that go
uncorrected.
C.
The students will tend to develop
strong automatic word recognition
skills from their interaction with print.
D.
The students' development of phonics
knowledge will be reinforced as they
experiment with their own phonetic
spellings.
Correct Response: D. Research has shown that students' understanding of the alphabetic principle is enhanced
and reinforced by having opportunities to apply their knowledge of letter-sound correspondences in both reading
and writing—the latter by using phonetic spellings. A is incorrect because providing students with meaningful
opportunities to write is motivating rather than discouraging for beginning readers. B is incorrect because firstgrade teachers should not insist on the correct spelling of words that follow phonics patterns that have not yet
been introduced. C is incorrect because students' experimental spellings would not consistently match the
spellings used in conventional texts, so engaging in this writing activity would not promote automatic word
recognition.
A-92
93.
Which of the following types of activities
would be most important to include on
a daily basis when planning reading
instruction for first graders who are
developing as beginning readers?
A.
activities that introduce students to
basic concepts about print
B.
activities that emphasize listening to
and producing rhyming, alliteration,
and similar forms of wordplay
C.
activities that promote students'
development of decoding and other
word analysis skills
D.
activities that emphasize
memorization of lists of gradelevel-appropriate sight words
Correct Response: C. Phonics and other word analysis skills, such as learning common inflectional endings and
the orthographic rules governing their addition to words, are critical skills that promote beginning readers'
development of proficiency in decoding. These skills in turn support students' development of reading fluency and
comprehension. Daily, systematic, differentiated instruction and practice in these essential skills are necessary to
ensure all students in a first-grade class develop into proficient readers. While some students at this level may
still require differentiated or remedial instruction in concepts about print (A) and/or basic phonological awareness
skills (B), these skills are generally mastered by most students in kindergarten, so they would not be taught to a
whole first-grade class on a daily basis. Instruction in sight words is an important component of a research-based
beginning reading program that is primarily phonics based; however, memorization of lists of sight words on a
daily basis (D) is an ineffective instructional approach.
A-93
94.
A fifth-grade class silently reads an
informational text. In subsequent informal
assessments, several students demonstrate
poor overall comprehension of the text
as well as lack of understanding of key
vocabulary. The teacher could most
appropriately address these students'
needs by adjusting future instruction in
which of the following ways?
A.
using informational texts that are
written at the students' independent
reading level
B.
providing the students with explicit
instruction in test-taking strategies
C.
introducing a text's key vocabulary
and concepts prior to engaging the
students in silent reading
D.
emphasizing reading activities that
focus on narrative texts
Correct Response: C. Informational texts introduce vocabulary and concepts that are likely to be unfamiliar to
many students in an elementary classroom. For students to read and comprehend such a text independently, the
teacher first needs to build the students' schema regarding the topic, which includes developing their knowledge
of relevant concepts and vocabulary. Using only informational texts that are written at students' independent
reading levels (A) is not an effective option, as these texts are unlikely to include important grade-level
vocabulary and thus may not match grade-level standards for that content area. Similarly, simply providing
students with instruction in test-taking skills (B) or focusing on narrative texts for reading activities (D) would not
help students develop the content-specific knowledge and vocabulary required at their grade level.
A-94
95.
As a first-grade teacher reads a big book to a
group of students, the teacher points to the
beginning consonants of selected words and
accentuates the sound the initial letter
makes. This activity is most likely to
promote the students':
A.
awareness of multisyllable words.
B.
ability to isolate individual sounds in
words.
C.
structural analysis skills.
D.
ability to blend the sounds in
words.
Correct Response: B. The activity described contributes to students' beginning reading development in a
number of ways, including reinforcing their phonemic awareness (i.e., their ability to distinguish the separate
phonemes in a spoken word), their knowledge of letter-sound correspondences, and their understanding of the
alphabetic principle. The other responses are incorrect because the activity focuses students' attention on only the
first letter of the words, so the activity would not promote students' awareness of multisyllable words (A), their
structural analysis skills (C), or their ability to blend all the sounds in a word (D).
A-95
96.
Which of the following children is most in
need of immediate intervention?
A.
a preschool child who has limited
book-handling skills
B.
a kindergarten child who has limited
ability to correlate alphabet letters
with the sounds they make
C.
a first-grade student who requires
reading texts that have a high degree
of "predictability"
D.
a second-grade student who is
beginning to track print
Correct Response: D. Print tracking is a concept of print that students generally master in kindergarten or by
the beginning of first grade. A second-grade student who is just beginning to track print is substantially behind
grade-level standards and would require intensive intervention. A preschool child who has limited book-handling
skills (A) or a kindergarten child who has not developed letter-sound correspondences for all letters (B) is within
the average acceptable range for the respective grade levels. C is incorrect because at the beginning of the school
year, it is reasonable for a first-grade student to rely on predictable texts before the student has had the
opportunity to learn basic phonics skills and to transition to decodable texts.
A-96
97.
Which of the following is the most
important reason for a fourth-grade teacher
to assign trade books as a component of
reading instruction?
A.
The themes typical of children's
literature tend to help facilitate
students' development of literal
comprehension skills.
B.
Reading a variety of genres helps
students develop an understanding of
how to approach the structures and
features of different texts.
C.
The simplified syntax and controlled
vocabulary typical of children's
literature provide scaffolding for
students who are struggling readers.
D.
Reading a variety of texts helps to
promote students' development of
phonological and phonemic awareness
skills.
Correct Response: B. Trade books are books marketed to a general audience, as opposed to books developed
for specialized audiences. Children's trade books cover a range of topics and include both fiction and nonfiction
texts. Wide reading of trade books provides students with exposure to many genres and helps them begin to
develop an awareness of the structural differences between genres. Trade books are not limited to specific themes
(A), nor do they use simplified syntax or controlled vocabulary (C). Reading trade books does not explicitly (or
implicitly) teach fourth-grade students phonological and phonemic awareness skills (D), which are typically
developed at a much earlier grade level using primarily oral language activities.
A-97
98.
Frequent oral reading to kindergarten
children using appropriate and expressive
intonation and voices is likely to promote
the students' reading development primarily
by:
A.
improving their aural discrimination
skills.
B.
explicitly teaching letter-sound
correspondence.
C.
fostering their engagement in and love
of reading.
D.
explicitly modeling phonological
concepts such as word boundaries.
Correct Response: C. Promoting young children's motivation to engage in literacy-related tasks is an essential
component of an effective kindergarten reading program. Research has shown that reading aloud to students
promotes their vocabulary development as well as their interest in books and reading. Using expressive voices
makes the activity even more engaging. Because the focus of a read-aloud is the construction of meaning, a readaloud is not appropriate or effective to use for developing students' auditory discrimination skills (A), teaching
alphabetic skills such as letter-sound correspondence (B), or teaching phonological skills such as detecting word
boundaries (D).
A-98
99.
Which of the following strategies is likely to
be most effective in promoting reluctant
readers' interest in independent reading
outside of school?
A.
Calculate numerical scores based on
the number and difficulty level of the
books students read at home and
integrate the score into students' report
card grade for reading.
B.
Encourage parents to give their
children simple external rewards for
at-home reading, such as an extra
helping of a favorite treat.
C.
Encourage students and parents to
read books together on a regular basis,
either silently or aloud, and discuss
their personal responses to each
chapter or key event.
D.
Recommend that parents make their
children's daily television-watching
time contingent on their reading a
specified number of pages first.
Correct Response: C. Reluctant readers are often reluctant to read independently at home because they have
experienced some level of difficulty in reading. Encouraging students to read with a proficient reader, such as a
parent or guardian, and to discuss key events in the text helps scaffold and support their comprehension of the
text. Sharing personal responses to books with a partner also underscores that reading can be a highly social and
enjoyable act; this in turn promotes positive dispositions toward reading. A and B are incorrect because providing
extrinsic rewards to students for their reading may work as a short-term strategy with some students, but it is not
effective in promoting a lifelong interest in or love of reading. Withholding a treat or reward until reading is
complete (D) is another short-term strategy, but it may actually increase reluctant readers' negative feelings about
reading instead of fostering their positive feelings.
A-99
100.
Electronic reading books are advantageous
for beginning or struggling readers primarily
because this type of computer software:
A.
scaffolds learning by providing a high
level of interactivity.
B.
helps students develop familiarity
with reading from a computer screen.
C.
provides students with models of good
reading practices and habits.
D.
minimizes the focus on written text by
using sound effects and voices to
convey meaning.
Correct Response: A. Electronic books can offer many scaffolds to beginning or struggling readers, including
providing the opportunity to hear the pronunciation or the definition of an unfamiliar word in the text or to listen
to the whole text read aloud by a proficient reader. While electronic books can be available for use on a
computer, they are not necessarily limited to this medium (B). Electronic books can provide good models of
fluent reading; however, they are inanimate objects, so they cannot model good reading practices or habits (C).
While electronic books may use auditory input to enhance comprehension (D), this is intended to be a scaffold for
the reader and not a substitute for the text.
A-100

Massachusetts Tests for Educator Licensure (MTEL

Transcription

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